A Bibliography of Articles on Technology in Science Education

Bell & Bell, 2003 - 21

A Bibliography of Articles on Instructional Technology in Science Education(January 2003)

Randy L. Bell and Lynn BellCurry School of Education, University of Virginia

ContentsTechnology in K-12 Science Education1Technology in Science Teacher Preparation16

Technology in K-12 Science Education

Altschuld, J. W. (1995). Evaluating the use of computers in science assessment: Considerations and recommendations. Journal of Science Education and Technology, 4(1), 57-64.

Andalora, G., Bellomonte, L. L., & Sperandeo-Mineo, R. M. (1994). Construction and validation of a computer-based diagnostic module on average velocity. Journal of Research in Science Teaching, 31(1), 53-63.

Audet, R. H., & Abegg, G. L. (1996). Geographic information systems: Implications for problem solving. Journal of Research in Science Teaching, 33(1), 21-45.

Barnea, N., & Dori, Y. J. (1999). High-school chemistry students' performance and gender differences in a computerized molecular modeling learning environment. Journal of Science Education and Technology, 8(4), 257-71.

Barton, R. (1997). Does data-logging change the nature of children's thinking in experimental work in science? In B. Somekh & N. Davis (Eds.), Using information technology effectively in teaching and learning (pp. 63-72). London: Routledge.

Battle, R., & Hawkins, I. (1996). A study of emerging teacher practices in Internet-based lesson plan development. Journal of Science Education and Technology, 5(4), 321-42.

Baumann, S. H., & Elinich, K. (1997, August). The Science Learning Network: Partnerships, technology and teacher change. T.H.E. Journal, 25, 48-51.

Baxter, G. P. (1995). Using computer simulations to assess hands-on science learning. Journal of Science Education and Technology, 4(1), 21-27.

Bell, P., & Linn, M. C. (2000). Scientific arguments as learning artifacts: Designing for learning from the web with KIE. International Journal of Science Education, 22(8), 797-817.

Black, L., Klingenstein, K., & Songer, N. B. (1995). Part one: Observations from the Boulder Valley Internet project. T. H. E. Journal, 22(10), 75-80.

Bodzin, A. (1997). Incorporating the World Wide Web in the science classroom. Electronic Journal of Science Education, 1(3), [Online]. Available: http://unr.edu/homepage/jcannon/ejse/bodzin.html

Bodzin, A., Grable, L., & Park, J. (1999, Winter). Evaluating science web resources. The Natural Selection, 23-24.

Bodzin, A., & Park, J. (1999). An online inquiry instructional system for environmental issues. Meridian: A Middle School Computer Technologies Journal, 2(2) [Online]. Available: http://www.ncsu.edu/meridian/jul99/coastal/index.html

Bonk, C. J., Hay, K. E., & Fischler, R. B. (1996). Five key resources for an electronic community of elementary student weather forecasters. Journal of Computing in Childhood Education, 7(1/2), 93-118.

Bos, N. (2000). High school students' critical evaluation of scientific resources on the World Wide Web. Journal of Science Education and Technology, 9(2), 161-73.

Bos, N. (2001). Social filtering of World Wide Web resources in hiqh school science. Journal of Science Education and Technology, 10(1), 3-15.

Bowman, J. K., Koirala, H. P., Edmonds, L. E., & Davis, M. (2000). Graphing calculators: Critical tools for actively teaching math and science. Computers in the Schools, 16(3/4), 135-149.

Brooks, H. B., & Brooks, D. W. (1996). The emerging role of CD-roms in teaching chemistry. Journal of Science Education and Technology, 5(3), 203-15.

Brungardt, J. B., & Zollman, D. (1995). Influence of interactive videodisc instruction using simultaneous-time analysis on kinematics graphing skills of high school physics students. Journal of Research in Science Teaching, 32(8), 855-869.

Cajas, F. (1998). Introducing technology in science education: The case of Guatemala. Bulletin of Science, Technology & Society, 18(3), 194-203.

Cennamo, K. S., Abell, S. K., George, E. J., & Chung, M. (1996). The development of integrated media cases for use in elementary science teacher education. Journal of Technology and Teacher Education, 4(1), 19-36.

Chamblee, G. E., & Slough, S. W. (2002) Implementing technology in secondary science and mathematics classrooms: Is the implementation process the same for both disciplines? Journal of Computers in Mathematics and Science Teaching, 21(1), 3-15.

Chang, C. (2001). Comparing the impacts of a problem-based computer-assisted instruction and the direct-interactive teaching method on student science achievement. Journal of Science Education and Technology, 10(2), 147-153.

Child, D. A., Duffy, T. M., Kirkley, S., & Hubbard, L. (1997). Issues in adopting a laserdisk-based science curriculum. Journal of Science Education and Technology, 6(3), 161-71.

Christian, C. A., Eisenhamer, B., Eisenhamer, J., & Teays, T. (2001). Amazing Space: Creating educational resources from current scientific research results from the Hubble space telescope. Journal of Science Education and Technology,10(1), 31-38.

Churach, D., & Fisher, D. (2001). Science students surf the web: Effects on constructivist classroom environments. Journal of Computers in Mathematics and Science Teaching, 20(2), 221-247.

Classroom Connect, Inc. (1999). Web guide: Grades K-6: Teacher-selected Internet resources, with ideas for classroom use. Classroom Connect Coleman, E. B., & Penuel, W. R. (2000). Web-based student assessment for program evaluation. Journal of Science Education and Technology, 9(4), 327-42.

Comeaux, P., & Huber, R. (2001). Students as scientists: Using interactive technologies and collaborative inquiry in an environmental science project for teachers and their students. Journal of Science Teacher Education, 12(4), 235-252.

Confrey, J., & Doerr, H. M. (1994). Student modelers. Interactive Learning Environments, 4, 199-217.

Conte, A. E., & Weber, R. E. (1999). Is technology the "best hope" for teaching students about mathematics and science? New Jersey statewide systemic initiative. The Technology Teacher, 59(1), 19-23.

Coulter, B. (2000). What's it like where you live? Science and Children, 37(4), 46-50.

Crippen, K. J., & Brooks, D. W. (2000). Using personal digital assistants in clinical supervision of student teachers. Journal of Science Education and Technology, 9(3), 207-211.

de Jong, T. (1991). Learning and instruction with computer simulations. Education and Computing, 6(3-4), 217-29.

de Jong, T., & van Joolingen, W. R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68(2), 179-201.

de La Beaujardiere, J-F., Cavallo, J., Hasler, A. F., Mitchell, H., O'Handley, C., & Shiri, R. (1997). The GLOBE visualization project: Using WWW in the classroom. Journal of Science Education and Technology, 6(1), 15-22.

Dickson, L. A., & Irving, M. M. (2002). An Internet survey: Assessing the extent middle/high school teachers use the Internet to enhance science teaching. Journal of Computers in Mathematics and Science Teaching, 21(1), 77-97.

DiMauro, V., & Gal, S. 1994. Use of telecommunication for reflective discourse of science teacher leaders. Journal of Science Education and Technology, 3(2), 123-135.

Dimitrov, D. M., McGee, S., & Howard, B. (2002). Changes in student's science ability produced by multimedia learning environments: Applications of linear logistic model for change. School Science and Mathematics, 102(1), 15-24.

Dreyfus, A., Feinstein, B., & Talmon, J. (1998). The advantages and problematics of using the electronic spreadsheet in biology teaching as perceived by actively engaged teachers. Journal of Educational Computing Research, 19(1), 67-81.

Ebenezer, J. V. (2001). A hypermedia environment to explore and negotiate students' conceptions: Animation of the solution process of table salt. Journal of Science Education and Technology, 10(1), 73-92.

Edelson, D. C. (1998). Realising authentic science learning through the adaptation of science practice. In B.J. Fraser & K.G. Tobin (Eds.), International handbook of science education (pp. 317-331). London: Kluwer Academic Publishers.

Edelson, D. C. (2001). Learning-for-use: A framework for the design of technology-supported inquiry activities. Journal of Research in Science Teaching, 38(3), 355-385.

Eylon, B., Ronen, M., & Ganiel, U. (1996). Computer simulations as tools for teaching and learning: using a simulation environment in optics. Journal of Science Education and Technology, 5(2), 93-110.

Fisher, C., Dwyer, D. C., & Yocam, K., (Eds.). (1996). Education and technology: Reflections on computing in classrooms. San Francisco, CA: Jossey-Bass Publishers.

Fortner, R. W., & Mayer, V. J., (Eds.). (1994, October). High school symposium for earth systems education (Columbus, Ohio). Proceedings and Summary.

Fredericksen, J., White, B., & Gutwill, J. (1999). Dynamic mental models in learning science: The importance of constructing derivational linkages among models. Journal of Research in Science Teaching, 36 (7), 806-36.

Friedler, Y., & McFarlane, A. E. (1997). Data logging with portable computers: A study of the impact on graphing skills in secondary pupils. Journal of Computers in Mathematics and Science Teaching, 16(4), 527-550.

Friedman, E. A., Baron, J. D., & Addison, C. J. (1996, June). Universal access to science study via Internet. T.H.E. Journal, 23(11), 83-86.

Friedman, J. S., & diSessa, A. A. (1999). What students should know about technology: The case of scientific visualization. Journal of Science Education and Technology, 8(3), 175-95.

Friedman, E. A., McGrath, B., & Baron, J. (1997). Web adventures in K-12 science. TECHNOS, 6(4), 21-24.

Frost, R., & Wardle, J. (1995, January). Enhancing science with computers. Education in Science, 161, 14-15.

Gallagher, S. (2000). Collecting and manipulating weather data: Using technology tools in a first-grade classroom. Computers in the Schools, 16(3/4), 167-176.

Gallo, M. A., & Horton, P. B. (1994). Assessing the effect on high school teachers of direct and unrestricted access to the Internet: A case study of an East Central Florida high school. Educational Technology Research and Development, 42(4), 17-39.

Gammon, S. D., Hutchison, S. G., & Waller, B. E. (1999). The Idaho K-8 teacher networking project: Using the Internet to improve K-8 science instruction. Journal of Chemical Education, 76(5), 708-713.

Garcia, C. E. (1998). Exploring the use of animation software with young biligual students learning science. Journal of Educational Computing Research, 19(3), 247-267.

Goldman, S. R., Petrosino, A. J., Sherwood, R. D., Garrison, S., Hickey, D., Bransford, J. D., & Pellegrino, J. W. (1996). Anchoring science instruction in multimedia learning environments. In S. Vosniadou, E. De Corte, R. Glaser, & H. Mandl (Eds.), International perspectives on the psychological foundations of technology-based learning environments (pp. 257-284). Hillsdale, NJ: Erlbaum.

Gordin, D.N., & Pea, R.D. (1995). Prospects for scientific visualization as an educational technology. Journal of the Learning Sciences, 4, 249-279.

Gordin, D. N., Polman, J. L., & Pea, R. D. (1994). The Climate Visualizer: Sense-making through scientific visualization. Journal of Science Education and Technology, 3, 203-226.

Gosselin, D. C., Feuer, R., &.Frack, S. (1999) The Nebraska earth science education network electronic communication project. Journal of Geoscience Education, 47(1), 12-16.

Grandgenett, N., Clark, P., Topp, N., Pawloski, B., Kassebaum, R., Ostler, E., & Schnase, B. (2000). Using space imagery in the science classroom: Efforts of the CASDE Project. Journal of Science Education and Technology, 9(2), 115-20.

Greenberg, R. (1998). Image processing for teaching: Transforming a scientific research tool into an educational technology. Journal of Computers in Mathematics and Science Teaching, 17(2-3), 149-60.

Greenberg, R., Raphael, J., Keller, J. L., & Tobias, S. (1998). Teaching high school science using image processing: A case study of implementation of computer technology. Journal of Research in Science Teaching, 35(3), 297-327, 134.

Gutwill, J. P., Frederiksen, J. R., & White, B. Y. (1999). Making their own connections: Students' understanding of multiple models in basic electricity. Cognition and Instruction, 17(3), 249-289.

Haidar, A. H. (1998). Arab perspective about the application of information technology in science education. Journal of Science Education and Technology, 7(4), 337-48.

Harrell, J., Christmann, E., & Lehman, J. (2002). Technology-based planetary exploration. Science Scope, 25(4), 8-11.

Haynie, W. J., & Greenberg, D. (2001) Genetic disorders: An integrated curriculum project. The Technology Teacher, 60(6), 10-13.

Hartel, H. (2000). xyZET: A simulation program for physics teaching. Journal of Science Education and Technology, 9(3), 275-286.

Hestenes, D. (1995). Modeling software for learning and doing physics. In C. Benardini, C. Tarsitani, & M. Vincentini (Eds.), Thinking physics for teaching (pp. 25-66). New York: Plenum.

Hickey, D. T., Petrosino, A. J., Pellegrino, J. W., Bransford, J. D., Goldman, S. R., & Sherwood, R. D. (1994). The Mars mission challenge: A generative problem solving school science environment. In S. Vosniadou, E. De Corte, & H. Mandl (Eds.), Technology-based learning environments: Psychological and educational foundations (NATO ASI Series; pp. 97-103). Berlin: Springer-Verlag.

Hogan, K., & Gomm, D. (2000). How can technology enhance children's natural curiosity? Computers in the Schools, 16(3/4), 237-246.

Horwitz, P., & Barowy, B. (1994). Designing and using open-ended software to promote conceptual change. Journal of Science Education and Technology, 3(3), 161-185.

Hsi, S., & Hoadley, C. M. (1997). Productive discussion in science: Gender equity through electronic discourse. Journal of Science Education and Technology, 6(1), 23-36.

Jackson, D. F., Doster, E. C., Tippins, D. J., & Rutledge, M. L. (1994). Implementing "real science" through microcomputers and telecommunications in project-based elementary classrooms. Journal of Science Education and Technology, 3(1), 17-26.

Jackson, D. F., Bourdeau, G., Sampson, A., & Hagen, T. J. (1997). Internet resources for middle school science: Golden opportunity or "Silicon Snake Oil"? Journal of Science Education and Technology, 6(1), 49-57.

Jackson, D. F. (1997). Case studies of microcomputer and interactive video simulations in middle school earth science teaching. Journal of Science Education and Technology, 6(2), 127-41.

James, R. K., Lamb, C. E., Householder, D. L., & Bailey, M. A. (2000). Integrating science, mathematics, and technology in middle school technology-rich environments: A study of implementation and change. School Science and Mathematics, 100(1), 27-35.

Kelly, G. J., & Crawford, T. (1996). Students' interactions with computer representations: Analysis of discourse in laboratory groups. Journal of Research in Science Teaching, 33(7), 693-707.

Kimmel, H., & Deek, FP. (1995). Instructional technology: A tool or a panacea? Journal of Science Education and Technology, 4(4), 327-332.

Krajcik, J. S., Blumenfeld, P.C., Marx, R. W., & Soloway, E. (1994). A collaborative model for helping teachers learn project-based instruction. Elementary School Journal, 94, 483-497.

Krajcik, J., Marx, R., Blumenfeld, P., Soloway, E., & Fishman, B. (2000). Inquiry based science supported by technology: Achievement among urban middle school students. Ann Arbor, MI: University of Michigan, School of Education. (ERIC Document Reproduction Service No. ED 443-676)

Krockover, G. H., Lehman, J. D., Buchanan, M., Rush, M. J., & Bloede, M. O. (1997). The Institute for Science and Technology: Integrating science and technology in the classroom. Contemporary Education, 18(3), 165-69.

Kumar, D. D., White, A. L., & Helgeson, S. L. (1994). A study of the effect of HyperCard and pen-paper performance assessment methods on expert-novice chemistry problem solving. Journal of Science Education and Technology, 3(3), 187-200.

Kumar, D., & Altschuld, J. (1999). Evaluation of interactive media in science education. Journal of Science Education and Technology, 8(1), 55-65.

Kumar, D. D., & Helgeson, S. L. (1995). Trends in computer applications in science assessment. Journal of Science Education and Technology, 4(1), 29-36.

Kumar, D. D., & Helgeson, S. L. (1996). Effect of computer interfaces on chemistry problem solving among various ethnic groups: A comparison of pen-point and powerbook computers. Journal of Science Education and Technology, 5(2), 121-30.

Kumar, D. D., & Libidinsky, L. J. (2000). Analysis of science education reform resources on the World Wide Web. American Secondary Education, 28(4), 16-21.

Kumar, D., & Wilson, C. L. (1997). Computer technology, science education, and students with learning disabilities. Journal of Science Education and Technology, 6(2), 155-60.

Lavonen, J., & Meisalo, V. (2000). Science teachers and technology teachers developing electronics and electricity courses together. International Journal of Science Education, 22(4), 435-46.

Lederman, N. G., & Niess, M. L. (2000). Editorial: Technology for technology's sake or for the improvement of teaching and learning? School Science and Mathematics, 100(7), 345-348.

Lehman, J. R. (1994). Technology use in the teaching of mathematics and science in elementary schools. School Science and Mathematics, 94(4), 194-202.

Lehman, J. D., & Brickner, D. (1996). Teachers' uses and perceptions of interactive videodiscs in the science classroom. The Journal of Computers in Mathematics and Science Teaching, 15(1-2), 85-102.

Lehman, J. R., & Kandl, T. M. (1995). SSMILes: Popcorn investigations for integrating mathematics, science, and technology. School Science and Mathematics, 95(1), 46-49.

Lehrer, R., Horvath, J., & Schauble, L. (1994). Developing model-based reasoning. Intelligent Learning Environments, 4, 218-232.

Levine, T. (1994). A computer-based program can make a difference: The case of the Rediscover Science Program. Studies in Educational Evaluation, 20, 283-296.

Lin, H., & Chiu, H. (2000). Using computers to support a beginning teacher's professional development. Journal of Science Education and Technology, 9(4), 367-73.

Linn, M. (1998). The impact of technology on science instruction: Historical trends and current opportunities. In B. J. Fraser & K. Tobin (Eds.), International handbook of science education (pp. 265-295). Dordrecht, Netherlands: Kluwer. Linn, M. C., & Hsi, S. (2000). Computers, teachers, peers: Science learning partners. Mahwah, NJ: Lawrence Erlbaum Associates. Linn, M. C., Bell, P., & Hsi, S. (1999). Lifelong science learning on the Internet: The Knowledge Integration Environment. Interactive Learning Environments, 6(1-2), 4-38. Linn, M.C., Bell, P., & Hsi, S. (1998). Using the Internet to enhance student understanding of science: The Knowledge Integration Environment. Interactive Learning Environments, 6, 4-38.

Linn, M. C., Shear, L., Bell, P., & Slotta, J.D. (1999). Organizing principles for science education partnerships: Case studies of students' learning about "rats in space" and "deformed frogs." Educational Technology Research and Development, 47(2), 61-84.

Lucas, K. (1994). Charting northern skies with the aid of a spreadsheet. School Science and Mathematics, 94(3), 151-157.

Maor, D.M., & Taylor, P.C. (1995). Teacher epistemology and science inquiry in computerized classroom environments. Journal of Research in Science Teaching, 32(8), 839-854.

Marx, R. W., Blumenfeld, P. C., & Krajcik, J. S. (1998). New technologies for teacher professional development. Teaching and Teacher Education, 14(1), 33-52.

Matovinovic, D., & Nocente, N. (2000). Computer technology in an authentic science project. Computers in the Schools, 16(3/4), 109-120.

Mayer-Smith, J., Pedretti, E., & Woodrow, J. (1998). An examination of how science teachers' experiences in a culture of collaboration inform technology implementation. Journal of Science Education and Technology, 7(2), 127-134.

Mayer-Smith, J., Pedretti, E., & Woodrow, J. (2000). Closing of the gender gap in technology enriched science education: A case study. Computers & Education, 35(1), 51-63.

McFarlane, A. E., & Friedler, Y. (1998). Where you want IT, when you want IT: The role of portable computers in science education. In B. J. Fraser & K. G. Tobin (Eds.), International handbook of science education (pp. 399-418). London: Kluwer Academic Publishers.

McFarlane, A.E., Friedler, Y., Warwick, P., & Chaplain, R. (1995). Developing an understanding of the meaning of line graphs in primary science investigations using portable computers and data logging software. Journal of Computers in Mathematics and Science Teacher, 14, 461-480.

McGinnis, J. R., Simmons, R., Atwater, M. M., Hatfield, L., Olive, J., & Hunt, A. (1996). Beliefs and perceived needs of rural K-12 teachers of science toward the uses of computing technologies. Journal of Science Education and Technology, 5(2), 111-20.

McKay, M., & McGrath, B. (2000). Creating Internet-based curriculum projects: A model for teacher professional development. T.H.E. Journal, 27(11), 114-24.

McRobbie, C. J., & Thomas, G. P. (2000). Epistemological and contextual issues in the use of microcomputer-based laboratories in a year 11 chemistry classroom. The Journal of Computers in Mathematics and Science Teaching, 19(2), 137-60.

Metz, K. E., & Hammer, D. M. (1993). Learning physics in a computer microworld: In what sense a world? Interactive Learning Environments, 3(1), 55-76.

Miller, J. R., & Melott, A. L. (1999). Integrating mathematics and science education using the powers of ten. Journal of Technology and Teacher Education, 7(2), 87-96.

Miller, L. & Castallanos, J. (1996). Use of technology for science and mathematics collaborative learning. School Science and Mathematics, 96(2), 58-62.

Mistler-Jackson, M., & Songer, N. B. (2000). Student motivation and Internet technology: Are students empowered to learn science? Journal of Research in Science Teaching, 37, 459-479.

Monaghan, J. M., & Clement, J. (1999). Use of a computer simulation to develop mental simulations for understanding relative motion concepts. International Journal of Science Education, 21(9), 921-44.

Monaghan, J M., & Clement, J. (2000). Algorithms, visualization, and mental models: High school students' interactions with a relative motion simulation. Journal of Science Education and Technology, 9(4), 311-25.

Moore, C.J., & Huber, R. A. (2001). Support for environmental education from the National Science Education Standards and the Internet. Journal of Environmental Education, 32(3), 21-25.

Nachmias, R., & Inbal, T. (2001). Taxonomy of scientifically oriented educational websites. Journal of Science Education and Technology, 10(1), 93-104.

Nakhleh, M. B. (1994). A review of microcomputer-based labs: How have they affected learning? Journal of Computers in Mathematics and Science Teaching, 13(4), 368-381.

Nakhleh, M. B., & Krajcik, J. S. (1994). Influence of levels of information as presented by different technologies on students' understanding of acid, base and pH concepts. Journal of Research in Science Teaching, 31(10), 1077-1096.

Newton, L. R. (1997). Graph talk: Some observations and reflections on students' data-logging. School Science Review, 79(287), 49-54.

Newton, L. R. (1998). Gathering data: Does it make sense? Journal of Information Technology for Teacher Education, 7(3), 381-396.

Newton, L. R. (2000). Data-logging in practical science: Research and reality. International Journal of Science Education, 22(12), 1247-1259.

Nikolopoulou, K. (2000). Development of pupils' classification skills in science lessons: An intervention of computer use. Journal of Science Education and Technology, 9(2), 141-48.

Okey, J. R. (1995). Performance assessment and science learning: Rationale for computers. Journal of Science Education and Technology, 4(1), 81-87.

Pedretti, E., Woodrow, J., Mayer-Smith, J. (1998). Technology, text, and talk: Students' perspectives on teaching and learning in a technology-enhanced secondary science classroom. Science Education, 82(5), 569-589.

Pedretti, E., Mayer-Smith, J., & Woodrow, J. E. J. (1999). Teaming technology enhanced instruction in the science classroom and teacher professional development. Journal of Technology and Teacher Education, 7(2), 131-43.

Perry, L. (2000). MultiMedia rocks. Science and Children, 37(8), 24-27.

Post-Zwicker, A. P., Davis, W., Grip, R., McKay, M., Stotler, D. P., & Pfaff, R. (1999). Teaching contemporary physics topics using real-time data obtained via the World Wide Web. Journal of Science Education and Technology, 8(4), 273-281.

Raghavan, K., & Glaser, R. (1995). Model-based analysis and reasoning in science: The MARS curriculum. Science Education, 79(1), 37-61.

Raghavan, K., Sartoris, M. L., & Glaser, R. (1997). The impact of model-centered instruction on student learning: the area and volume units. Journal of Computers in Mathematics and Science Teaching, 16(2-3), 363-404.

Raghavan, K., Sartoris, M. L., & Glaser, R. (1998). Why does it go up? The impact of the MARS curriculum as revealed through changes in student explanations of a helium balloon. Journal of Research in Science Teaching, 35(5), 547-567.

Raghavan, K., Sartoris, M. L., & Glaser, R. (1998). Impact of the MARS curriculum: The mass unit. Science Education, 82(1), 53-91.

Raphael, J., & Greenberg, R. (1995). Image processing: A state-of-the-art way to learn science. Educational Leadership, 53(2), 34-37.

Roberts, N., & Blakeslee, G. (1996). The dynamics of learning in a computer simulation environment. Journal of Science Teacher Education, 7(1), 41-58.

Rogers, L. (1997). New data-logging tools - New investigations. School Science Review, 79(287), 61-68.

Rogers, L. T., & Wild, P. (1994). The use of IT in practical science - A practical study in three schools. School Science Review, 75(273), 21-28.

Rogers, L. T., & Wild, P. (1996). Data-logging: Effects on practical science. Journal of Computer Assisted Learning, 12(3), 130-145.

Roth, W. M. (1995). Affordances of computers in teacher-student interactions: The case of interactive physics. Journal of Research in Science Teaching, 32(4), 329-47.

Roth, W. M., Woszczyna, C., & Smith, G. (1996). Affordances and constraints of computers in science education. Journal of Research in Science Teaching, 33(9), 995-1017.

Rothberg, M. A., Sandberg, S., & Awerbuch, T. E. (1994). Educational software for simulating risk of HIV infection. Journal of Science Education and Technology, 3(1), 65-70.

Runge, A., Spiegel, A., Pytlik, Z., Dunbar, S., Fuller, R., Sowell, G., & Brooks, D. (1999). Hands-on computer use in science classrooms: The skeptics are still waiting. Journal of Science Education and Technology, 8(1), 33-44.

Russell, J., Weems, L., & Brem, S. K. (2001). Fact or fiction? The Science Teacher, 68(3), 44-47.

Rye, J. A. (2001). Enhancing teachers' use of technology through professional development on electronic concept mapping. Journal of Science Education and Technology, 10(3), 223-235.

Sadler, P. M., Gould, R. R., Leiker, P. S., Antonucci, P. R. A., Kimberk, R., Deutsch, F. S., Hoffman, B., Dussault, M., Contos, A., Brecher, K., & French, L. (2001). MicroObservatory Net: A network of automated remote telescopes dedicated to educational use. Journal of Science Education and Technology, 10(1), 39-55.

Sadler, P. M., Whitney, C. A., Shore, L., & Deutsch, F. (1999). Visualization and representation of physical systems: Wavemaker as an aid to conceptualizing wave phenomena. Journal of Science Education and Technology, 8(3), 197-209.

Schecker, H. P. (1998). Integration of experimenting and modeling by advanced educational technology: Examples from nuclear physics. In B. J. Fraser & K. G. Tobin (Eds.), International handbook of science education (pp. 383-298). London: Kluwer Academic Publishers.

Schneider, R. M., Krajcik, J., Marx, R. W., Soloway, E. (2002). Performance of students in project-based science classrooms on a national measure of science achievement. Journal of Research in Science Teaching, 39(5), 410-422.

Settlage, J. (1995). Children's conceptions of light in the context of a technology based curriculum. Science Education, 79(5), 535-553.

Sherwood, R. (in press). Problem based multimedia software for middle grades science: Development issues and an initial field study. Journal of Computers in Mathematics and Science Teaching.

Sherwood, R., Petrosino, A., Lin, X. D., & The Cognition and Technology Group at Vanderbilt. (1998). Problem based macro contexts in science instruction: Design issues and applications. In B. J. Fraser & K. Tobin (Eds.), International handbook of science education (pp. 349-362). Dordrecht, Netherlands: Kluwer.

Singley, M.K., & Taft, H. L. (1995). Open-ended approaches to science assessment using computers. Journal of Science Education and Technology, 4(1), 7-20.

Slater, T. F., Beaudrie, B., Cadtiz, D. M., Governor, D., Roettger, E. E., Stevenson, S., & Tuthill, G. (2001). A systemic approach to improving K-12 astronomy using NASA's Internet resources. Journal of Computers in Mathematics and Science Teaching, 20(2), 163-178.

Slater, T., & Fixen, F. (1998). Two models for K-12 hypermediated earth systems science lessons based on Internet resources. School Science and Mathematics, 98(1), 35-40.

Snir, J., & Smith, C. (1995). Constructing understanding in the science classroom: Integrating laboratory experiments, student and computer models, and class discussion in learning scientific concepts. In D. N. Perkins, J. L. Schwartz, M. M. West, & M. S. Wiske (Eds.), Software goes to school: Teaching for understanding with new technologies (pp. 233-254). New York: Oxford University Press.

Soloway, E., Pryor, A. Z., Krajcik, J. S., Jackson, S., Stratford, S. J., Wisnudel, M., & Klein, J. T. (1997). ScienceWare's Model-It: Technology to support authentic science inquiry. T.H.E. Journal, 25(3), 54-56.

Songer, N. B. (1996). Exploring learning opportunities in coordinated networked-enhanced classrooms: A case of kids as global scientists. The Journal of the Learning Sciences, 5, 297-327.

Songer, N. B. (1998). Can technology bring students closer to science? In B. J. Fraser & K. G. Tobin (Eds.), International handbook of science education (pp. 333-347). London: Kluwer Academic Publishers.

Songer, N. B., Lee, H.S., & Kam, R. (2002). Technology-rich inquiry science in urban classrooms: What are the barriers to inquiry pedagogy? Journal of Research in Science Teaching, 39(2), 128-150.

Spitulnik, M. W., Stratford, S., & Krajcik, J., & Soloway, E. (1998). Using technology to support students' artifact construction in science. In B. J. Fraser & K. G. Tobin (Eds.), International handbook of science education (pp. 363-381). London: Kluwer Academic Publishers.

Stolarchuk, E., & Fisher, D. (2001). An investigation of teacher-student interpersonal behavior in science classrooms using laptop computers. Journal of Educational Computing Research, 24(1), 41-55.

Stratford, S. J., & Finkel, E. A. (1996). The impact of ScienceWare and Foundations on students' attitudes towards science and science classes. Journal of Science Education and Technology, 5(1), 59-67.

Tao, P., & Gunstone, R. F. (1999). Conceptual change in science through collaborative learning at the computer. International Journal of Science Education, 21(1), 39-57.

Tao, P., & Gunstone, R. F. (1999). The process of conceptual change in force and motion during computer-supported physics instruction. Journal of Research in Science Teaching, 36(7), 859-882.

Taylor, H., Renshaw, C., & Jensen, M. (1997). Effects of computer-based role-playing on decision making skills. Journal of Educational Computing Research, 17(2), 147-164.

Trumper, R., & Moshe, G. (2001). A microcomputer-based contribution to scientific and technological literacy. Journal of Science Education and Technology, 10(3), 213-221.

Tuvi, I., & Nachmias, R. (2001). Current state of web sites in science education - Focus on atomic structure. Journal of Science Education and Technology, 10(4), 293-303

Vasquez-Abad, J. (1999). "Hebdo-Chim," a web application to support learning in a chemistry methods pre-service course. Journal of Science Education and Technology, 8(4), 283-90.

Verona, M. E. (1999). Maryland virtual high school: Integrating technology and teacher professionalism with science education reform. Journal of Education, 181(2), 91-121.

Wagner, S. P. (1998). Robotics and children: Science achievement and problem solving. Journal of Computing in Childhood Education, 9(2), 149-192.

Weller, H. G. (1995). Diagnosing and altering three Aristotelian alternative conceptions in dynamics: Microcomputer simulations of scientific models. Journal of Research in Science Teaching, 32(3), 271-290.

Weller, H. G. (1996). Assessing the impact of computer-based learning in science. Journal of Research on Computing in Education, 28(4), 461-485.

White, B. Y. (1993). Thinker Tools: Causal models, conceptual change, and science education. Cognition and Instruction, 10, 1-100.

White, B. Y. (1998). Computer microworlds and scientific inquiry: An alternative approach to science education. In B. J. Fraser & K. Tobin (Eds.), International handbook of science education (pp. 295-315). Dordrecht, Netherlands: Kluwer.

White, B., & Frederiksen, J. (1995). The ThinkerTools inquiry project: Making scientific inquiry accessible to all students and teachers [Technical Report CM-95-02). Berkeley, CA: School of Education, University of California at Berkeley.

White, B. Y., & Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16(1), 3-118.

Wiesenmayer, R. L., & Meadows, G. R. (1997). Addressing science teacher's initial perceptions of the classroom uses of Internet and World Wide Web-based resource materials. Journal of Science Education and Technology, 6(4), 329-35.

Wiesenmayer, R. L., & Koul, R. (1998). Integrating Internet resources into the science classroom: Teachers' perspectives. Journal of Science Education and Technology, 7(3), 271-77.

Wiesenmayer, R. L., & Koul, R. (1999). Level of Internet use among science teachers involved in a professional development project. Journal of Science Education and Technology, 8(2), 123-35.

Windschitl, M., & Andre, T. (1998). Using computer simulations to enhance conceptual change: The roles of constructivist instruction and student epistemological beliefs. Journal of Research in Science Teaching, 35(2), 145-60.

Windschitl, M., & Sahl, K. (2002). Tracing teachers' use of technology in a laptop computer school: The interplay of teacher beliefs, social dynamics, and institutional culture. American Educational Research Journal, 39(1), 165-205.

Woodrow, J. E., Mayer-Smith, J., & Pedretti, E. G. (1996). The impact of technology enhanced science instruction on pedagogical beliefs and practices. Journal of Science Education and Technology, 5(3), 241-252.

Woodrow, J. E. J., Mayer-Smith, J. A., & Pedretti, E. G. (2000). Assessing technology enhanced instruction: A case study in secondary science. Journal of Educational Computing Research, 23(1), 15-39.

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Wu, H., Krajcik, J. S., & Soloway, E. (2001). Promoting understanding of chemical representations: Students' use of a visualization tool in the classroom. Journal of Research in Science Teaching, 38(7), 821-842.

Wu, H., Krajcik, J. S., & Soloway, E. (2001). Promoting understanding of chemical representations: Students' use of a visualization tool in the classroom. Journal of Research in Science Teaching, 38(7), 821-842.

Yalcinalp, S., Geban, O., & Ozkan, I. (1995). Effectiveness of using computer-assisted supplementary instruction for teaching the mole concept. Journal of Research in Science Teaching, 32(10), 1083-1095.

Yerrick, R., & Hoving, T. (1999). Obstacles confronting technology initiatives as seen through the experience of science teachers: A comparative study of science teachers' beliefs, planning, and practice. Journal of Science Education and Technology, 8(4), 291-307.

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Zoller, U., Ben-Chaim, D. (1996). Computer inclination of students and their teachers in the context of computer literacy education. Journal of Computers in Mathematics and Science Teaching, 15(4), 401-21.

Technology in Science Teacher Education

Barnett, M., Keating, T., Harwood, W., & Saam, J. (2002). Using emerging technologies to help bridge the gap between university theory and classroom practice: Challenges and success. School Science and Mathematics, 102(6), 299-313. Bell, R. (2001). Implicit instruction in technology integration and the nature of science: There's no such thing as a free lunch. Contemporary Issues in Technology and Teacher Education [Online serial], 1(4). Available: http://www.citejournal.org/vol1/iss1/currentissues/science/article3.htm

Bell, R. L., & Bell, L. (2002). Invigorating science teaching with a high-tech, low-cost tool. Edutopia: The George Lucas Educational Foundation Bulletin. [Online serial]. Available at: http://glef.org/techtoolarticle.html

Bell, R. L., Niess, M. L., & Bell, L. (2001). El Nio did it: Using technology to assess and predict climate trends. Learning and Leading with Technology, 29, 18-26.

Bell, R. L., & Tai, R. (in press). Transforming science instruction with technology. In Sheekey, A. D. (Ed.), [Title to be determined], Alexandria, VA: Appalachian Technology in Education Consortium.

Bodzin, A., & Park, J. (1998). A study of preservice science teachers' interactions with a web-based forum. Electronic Journal of Science Education, 3(1), [Online]. Available:http://unr.edu/homepage/jcannon/ejse/ejsev3n1.html.

Bodzin, A., & Park, J. (2000). Dialogue patterns of preservice science teachers using asynchronous computer-mediated communications on the World Wide Web. Journal of Computers in Mathematics and Science Teaching, 19(2), 161-194.

Bodzin, A., & Park, J. (2000). Factors that influence asynchronous discourse with preservice teachers on a public, Web-based forum. Journal of Computing in Teacher Education, 16(4), 22-30.

Bodzin, A. M., Park, J. C. (2002). Using a nonrestrictive web-based forum to promote reflective discourse with preservice science teachers. Contemporary Issues in Technology and Teacher Education [Online serial], 2(3). Available: http://www.citejournal.org/vol2/iss3/science/article1.cfm

Boone, W. J. (2001). A qualitative evaluation of utilizing dynamic quad screen technology for elementary and middle school teacher preparation. Journal of Technology and Teacher Education, 9(1), 129-145.

Boone, W. J., & Gabel, D. (1994). Computers and preservice elementary science teacher education. Journal of Computers in Mathematics and Science Teaching, 13(1), 7-42.

Boone, W. J., & Gabel, D. L.. (1998). Effectiveness of a model teacher preparation program for the elementary level. Journal of Science Teacher Education, 9(1), 63-84.

Cennamo, K. S., Abell, S. K., George, E. J., & Chung, M. (1996). The development of integrated media cases for use in elementary science teacher education. Journal of Technology and Teacher Education, 4(1), 19-36.

Cleland, J. V., Wetzel, K. A., Zambo, R., Buss, R. R., & Rillero, P. (1999). Science integrated with mathematics using language arts and technology: A model for collaborative professional development. Journal of Computers in Mathematics and Science Teacher, 18(2), 157-172.

Colburn, A.(2000). Changing faculty teaching techniques. Contemporary Issues in Technology and Teacher Education [Online serial], 1(1). Available: http://www.citejournal.org/vol1/iss1/currentissues/science/article3.htm

Collins, A., Bercaw, L., Palmeri, A., Altman, J., & Singer-Gabella, M. (1999). Good intentions are not enough: A story of collaboration in science, education, and technology. Journal of Science Teacher Education, 10(1), 3-20.

Cullin, M., & Crawford, B. (2003). Using technology to support prospective science teachers in learning and teaching about scientific models. Contemporary Issues in Technology and Teacher Education [Online serial], 2(4). Available: http://www.citejournal.org/vol2/iss4/currentissues/science/article1.htm Daniel, P. (1996, May/June). Helping beginning teachers link theory to practice: An interactive multimedia environment for mathematics and science teacher preparation. Journal of Teacher Education, 47, 197-204.Dass, P.M. (2001). Journaling and concept mapping through electronic media in science teaching methods classes: A commentary on Germann, Young-soo, and Patton. Contemporary Issues in Technology and Teacher Education, [Online serial], 1(3). Available: http://www.citejournal.org/vol1/iss3/currentissues/science/article2.htm Ferry, B. (1996). Probing understanding: The use of a computer-based tool to help preservice teachers map concepts. Journal of Science Teacher Education, 7(4), 283-293.Flick, L. (2002). Technology and a course for those thinking about teaching: A response to Henriques. Contemporary Issues in Technology and Teacher Education [Online serial], 2(2). Available: http://www.citejournal.org/vol2/iss2/science/article1.cfm Flick, L., & Bell, R. (2000). Preparing tomorrow's science teachers to use technology: Guidelines for science educators. Contemporary Issues in Technology and Teacher Education [Online serial], 1(1). Available: http://www.citejournal.org/vol1/iss1/currentissues/science/article1.htm Flores, A. (2001). SSMILes#51: Inclined planes and motion detectors: A study of acceleration. School Science and Mathematics, 101(3), 154-161.Francis-Pelton, L., Farragher, P., & Riecken, T. (2000). Content based technology: Learning by modeling. Journal of Technology and Teacher Education, 8(3), 177-186.

Germann, P., & Sasse, C. M. (1997). Variations in concerns and attitudes of science teachers in an educational technology development program. Journal of Computers in Mathematics and Science Teaching, 16(2-3), 405-423.

Germann, P., & Young-soo, K. (2001). Heightening reflection through dialogue: A case for electronic journaling and electronic concept mapping in science classes. Contemporary Issues in Technology and Teacher Education, [Online serial], 1(3). Available: http://www.citejournal.org/vol1/iss3/currentissues/science/article1.htm

Glasson, G. E., & McKenzie, W. L. (1999). The development of a multi-media portfolio for enhancing learning and assessment in a K-8 science methods class. Journal of Science Teacher Education, 10(4), 335-344.

Halpin, R. (1999). A model of constructivist learning in practice: Computer literacy integrated into elementary mathematics and science teacher education. Journal of Research on Computing in Education, 32(1), 128-138.

Heflich, D. A., Dixon, J. K., & Davis, K. (2001). Taking it to the field: The authentic integration of mathematics and technology in inquiry-based instruction. Journal of Computers in Mathematics and Science Teaching, 20(1), 99-112.

Henriques, L. (2002). Preparing tomorrow's science teachers to use technology: An example from the field. Contemporary Issues in Technology and Teacher Education [Online serial], 2(1). Available: http://www.citejournal.org/vol2/iss1/science/article1.cfm Koch, J. (2002). Exploring pedagogical discourse on the web: A commentary on Bodzin and Park. Contemporary Issues in Technology and Teacher Education [Online serial], 2(3). Available: http://www.citejournal.org/vol2/iss3/science/article3.cfm Kumar, D., & Sherwood, R. (1997). Hypermedia in science and mathematics: Applications in teacher education, problem solving and student testing. Journal of Educational Computing Research, 17(3), 249-262. Lederman, N. (2000). Technocracizing science teaching and learning: A response to Flick and Bell. Contemporary Issues in Technology and Teacher Education [Online serial], 1(1). Available: http://www.citejournal.org/vol1/iss1/currentissues/science/article2.htm Lehman, Jeffrey R. (1994). Technology use in the teaching of mathematics and science in elementary schools. School Science and Mathematics, 94(4), 194-202.

Lehman, J. R. (1994). Secondary science teachers' use of microcomputers during instruction. School Science and Mathematics, 94(8), 413-420.

Lehman, J. R. (1995). Microcomputers and the preparation of secondary science teachers: An eight year follow-up. School Science and Mathematics, 95(2), 69-77.

Moore, C. J., & Huber, R. (2001). Internet tools for facilitating inquiry. Contemporary Issues in Technology and Teacher Education [Online serial], 1(4), Available: http://www.citejournal.org/vol1/iss4/currentissues/science/article1.htm

Niess, M. L. (2001). A model for integrating technology in preservice science and mathematics content-specific teacher preparation. School Science and Mathematics, 101, 102-109.

Otero, V.K., & Johnson, A., & Goldberg, F. (1999). How does the computer facilitate the development of physics knowledge by prospective elementary teachers? Journal of Education, 181(2), 57-89.

Pedersen, J. E., & Yerrick, R. K. (2000). Technology in science teacher education: Survey of current uses and desired knowledge among science educators. Journal of Science Teacher Education, 11(2), 131-153.

Peters, J., & O'Brien, G. (1996). Using multimedia in a science methods course for preservice elementary teacher training. Journal of Computers in Mathematics and Science Teaching, 15(1-2), 153-172.

Rodrigues, S. (1999) An evaluation of an online masters course in science teacher education. Journal of Education for Teaching, 25(3), 263-70.

Shroyer, M. G., Wright, E. L., & Ramey-Gassert, L. (1996). An innovative model for collaborative reform in elementary school science teaching. Journal of Science Teacher Education, 7(3), 151-168.

Sillman, K., Zembal-Saul, C., & Dana, T. M. (2000). Steps into learning. Science and Children, 38(3), 42-45.

Spitulnik, M. W., & Krajcik, J. S. (1998). Technological tools to support inquiry in a science methods course. The Journal of Computers in Mathematics and Science Teaching, 17(1), 63-74.

VanMetre, S. (2000). Productive partnerships. The Delta Kappa Gamma Bulletin, 67(1), 38-40, 45.

Weinburgh, M. H., Smith, L., & Smith, K. (1997, October) Preparing preservice teachers to use technology in teaching math and science. TechTrends, 42, 43-45.

Wetzel, K., Zambo, R., Buss, R., & Arbaugh, N. (1996). Innovations in integrating technology into student teaching experiences. Journal of Research on Computing in Education, 29(2), 196-214.

Woodrow, J. (1994). A computer-based multimedia science education course. In J. Willis, B. Robin, & D. Willis (Eds.), Technology and teacher education annual - 1994 (pp.579-584). Charlottesville, VA: Association for the Advancement of Computing in Education.Yore, L.D. (2001). Heightening reflection through dialogue: A case for electronic journaling and electronic concept mapping in science classes: A commentary on Germann, Young-soo, & Patton. Contemporary Issues in Technology and Teacher Education [Online serial], 1(3). Available: http://www.citejournal.org/vol1/iss3/currentissues/science/article3.htm

Zeidler, D. L., LeBaron, J. F., Gupta, R., & Torres, H. N. (1999). Meeting the challenge of professional development: Design and evaluation of a telecommunications mediated course in science, mathematics, and technology education. Journal of Science Teacher Education, 10(3), 195-215.